First-year college writing is often a venue for librarians and writing instructors to collaborate in teaching information literacy; however, they must navigate differences in their disciplinary languages. One method to help librarians and writing instructors bridge the gap is sharing disciplinary frameworks, such as the ACRL Framework, WPA Framework, and WPA Outcomes. In this qualitative, phenomenological study, the researchers interviewed seven librarians and seven writing instructors. Some writing instructors were unfamiliar with the WPA frameworks; however, when they reviewed the frameworks side by side, they observed common themes that could help them collaborate with librarians in teaching information literacy.